- 期刊
- OpenAccess
探討互動虛實混合模式支援大學生光譜儀實驗課程對學習成效之影響
Probing the Impacts of Interactive Mixed Reality Model on Undergraduates' Performance of Learning UV-Vis
摘要
本研究以互動虛實混合模式融入大學光譜儀實驗課程，應用虛擬實境以及實體儀器支援大學生學習光譜儀實驗的操作，並採用不同的互動虛實混合順序設計（先實體後虛擬與先虛擬後實體）探討其對於大學生學習成效之影響。研究對象為南部某國立科技大學環工系34位修習儀器分析實驗課程的大學生，參與以互動虛實混合模式支援之課程活動，並於課程前後採用實驗儀器概念與操作測驗以瞭解其對於學習成效的效果。研究結果顯示在不同互動虛實混合活動順序下，學生在儀器操作概念方面的學習成效均有顯著提升，且二者之間並無顯著差異。而在儀器實際操作能力上，在先虛擬後實體教學活動組學生的表現則顯著優於先實體後虛擬組的學生。在質性訪談的資料中也發現學生對於虛擬實境或是實體儀器的動手實作經驗都表現出良好的學習動機，而虛擬實境的引導操作能降低個人的學習焦慮，提供更多儀器操作機會以及實體儀器操作後的複習工具。
並列摘要
This study aimed to investigate the impacts of embedding mixed virtual reality (VR) into UV-Vis experimental courses on students' learning performance. We further examined the effects of instructional sequence (adopting physical courses first and VR courses later, or VR courses first and physical ones later) on conceptual understanding and experimental skills. Thirty-four participants were recruited from a university in southern Taiwan. They were randomly assigned into two groups; one group that received the physical course first and VR later, whereas the sequence of the other group was reverse. The results showed that both groups had no statistically significant difference in their conceptual understanding. When it comes to experimental skills, students who took VR courses first and physical courses later tended to outperform their counterparts. The qualitative data displayed that no matter what sequences of the courses were, they could foster students' learning performance. In addition, some students agreed on the positive impact of using VR to release their anxiety of manipulating the expensive equipment and providing abundant learning opportunity.